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have a temporary method to give you clickable links to content. One problem is
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For_Ask_and_Answer_Graded_Discussions
Guidelines_for_Both_Asking_and_Answering
Examples_of_Questions_You_Can_Ask
Examples_of_How_You_Can_Answer
Requirement_to_Post_in_Existing_Threads
Points_to_Remember_about_All_Postings
This
section provides very important information regarding how this course will
function and what will be expected of you. So, please take the time to read all
of the material provided.
After
you have read the material in this section, you will be required to complete
several introductory tasks. If you have additional questions after completing
this section, please post them to the 'Course Questions' discussion topic on
the discussion board. Don't be shy about asking your question(s). Remember, if
something is not clear to you...it is probably not clear to others as
well! Also, if someone posts a question for which you have an answer,
feel free to help out!
|
With
thanks to WCJC’s Director of Distance Education, Professor Michele
Betancourt, for her permission to use her Getting Started documents (including
her exact words) in the Getting Started sections of our WCJC courses. |
Welcome
to this online section of United States History II. My name is C.J. Bibus, and
I will be your instructor this semester. I have been teaching online history
since 2003 and both on-campus and online history for WCJC since 2004. My
experience is that history is interesting but more than that it is useful for
survival. History is about how things work.
I
am a native Texan who attended a community college. I moved to Virginia for a
master’s degree in history and then later returned to Texas to earn my
doctorate. My doctorate emphasized teaching in the community college and the
history of the early junior college just after 1900. I also worked in industry
before returning to teaching in the community college in 2003. Much of my
emphasis on evidence and factual accuracy comes because evidence and accuracy
is essential for citizenship and I found that getting or keeping a job that
paid well required those skills. I love history because it is beautiful and
useful and my favorite subject.
If
history is not your favorite subject, it may still be very useful to each of
you. My life in industry taught me that learning history helped people learn
how to think about real things—from biology to business.
I
have a perfect daughter—all parents should feel that way about their children.
The family joke is that she “brought me up as best she could.”
I
am always trying to improve the course each semester. At the end of each
semester, I take a survey to see what would help students. I also wanted to
take advantage of the efforts of WCJC’s Director of Distance Education,
Professor Michele Betancourt. I have copied her work in the Getting Started
section in hopes of helping each of you. If anyone has suggestions to improve
this course, feel free to let me know. I value and appreciate the input.
As
this is an online course, our primary means of communication will be through
email and discussion board areas.
Office Hours
Each
semester I will post my virtual office hours. These will be posted as an
announcement during the first week of the semester. During my virtual office
hours I will be available to respond to student questions. Additionally I try
to log in each day when you are taking Unit Exams.
The
Discussion Section of the course is used for a variety of purposes. With this
course, you can use the Discussion Board to get help or give it. You also can communicate
with other members of the class—and not just in the graded area. I hope this
section will help to create a sense of community for people learning history.
Everyone
is encouraged to answer questions if they know the answer. One thing I learned in
academics—but more in business—is to always double check anything you are about
to say is true. It is a good habit that takes a few seconds but always pays
off. I regularly read through the questions and answers. If there is any
particular area of confusion or "bad" answers, I will send out the
correct information as a general email.
There
are several types of discussions in this area:
Course
Questions: You should post general questions that
you have related to the course in this area. This is generally the fastest way
to receive a response. I will review and respond frequently. Students are
welcome to post responses to questions if they so choose. Your participation in
this discussion topic is optional.
Technical
Questions: You can post questions about computer
related problems here. I used to know a great deal about WebCT and the
Blackboard version we used here at WCJC before May 2012. I am a novice at this
Blackboard because I have only used it since May, 2012. If you have a problem,
I do want to know about it. I may know a solution. If I don’t, I will tell you
that. Also, many students have taken several online courses and have
experienced similar technical issues. Remember that you can always click on the
help button at the top of the course page.
Student
Lounge: A place to discuss issues not related
to the course. Your participation in the Student Lounge is optional. I rarely
go into this area. If you have a question for your instructor, post in Course
Questions or email me.
Student
Introduction: A place to post a little bit about
yourself so that other students and the instructor can know a little bit about
you.
Unit
Topics:
After
Unit 1 starts, you will see Unit 1 Ask and Answer. These are for extra credit,
but they are the graded discussions for the course. They let you ask or answer
questions about the current content and about current assignments. You can earn
those points in several ways.
Reaching
me through my Blackboard email (Messages on the left menu) is the BEST way to
reach me. I can rarely check my WCJC email except at the beginning of the day.
If you mail me within Blackboard email, I will generally respond within 24
hours (holidays and weekends being exceptions). At a minimum, I check the
course messages at least after my last class on campus.
I
am glad to help students online, with a phone call, or on campus. Rather than
covering all the details that might be possible for a phone call or a
face-to-face meeting, these ways have worked best with students in the past:
·
If
you want to talk by phone during my online office hours, then use Blackboard
email to tell me your phone number and ask me to call you.
·
If
you want to meet me on campus during my office hours, then use Blackboard email
to tell me that. I will respond back with my location at that time so we can
meet.
·
If
the above ways do not work, email me some possible times for you for a phone
call or a face-to-face meeting and I will try to figure out some time that will
work for both of us. I will then email you back with a proposed time.
For Ask and Answer Graded
Discussions
Although your work in
the Unit topics (the Ask and Answer topics) is extra credit, I do grade them.
These are general guidelines that will be applied when grading your class
discussions. If you have questions, please feel free to contact me.
Whether
you are asking a question or answering another student’s question, you need to be useful and brief and clear. Tip: It can help a lot
if you write your question (or answer) in a word processor and then copy and
paste it into the message.
You can post a question about:
·
Content,
such as a fact in the history that is covered in one of the Check Your
Knowledge quizzes
·
Where
to find something in our history textbook
·
What
is required for a particular assignment or essay
·
Or
anything that will help you learn the content covered in a unit and/or save
time in learning
If you are answering
a question, you also need to use
verifiable and usable evidence. Those words verifiable and usable are
from the back cover of one of my favorite books, In Defense of History by
Richard J. Evans. (Those words in the context of history are worth talking
about later if you are interested.) A common sense way to say how the words verifiable and usable apply to the Ask and Answer graded discussions is to use an
old proverb:
·
If
you give a person a fish, you feed him (or her) for the moment.
·
If
you teach people how to fish, they can feed themselves for the rest of their
lives.
If you answer a
question (and if you want them to learn how to fish), include in your answer exactly where others can verify what you said—where
they can see it and, if necessary, prove it for themselves.
Tip: You cannot use anything as a source except
your textbook and links in the course. If you do not know what one or more
words mean, you may use the online dictionary provided at Web Links, available
from the left-hand menu. Do not use any other online dictionary.
To
give two examples:
1. If a student in the
class asked where to find a printable copy of the quiz questions, you might
write in your post the Learning module name and the name of the webpage and—if
useful—what part of that webpage.
Tip: Alternatively,
if you already know how to copy a URL in the course and place it in
Blackboard’s Discussion postings, you can do that.
2. If a student asked
where in the textbook to find information on the Peace Policy, you need to say the location in a way that
lets students using older editions of the textbook also succeed.
Fortunately for those on a budget (and many of us understand that reality),
both older and newer versions of the textbook (except for the version listed
with the word Caution in the Syllabus) usually have the same content in the
same chapter number and under the same headings. All that is different is the
page number since some of these books are in tiny print. Because the page
number is different for some editions, you need to add what is the same in all cases:
·
the
chapter # (such as 16)
·
and
the heading, the bolded label above the content you found (such as “Indian
Policies”)
|
So
how could you answer the student’s question about the Peace Policy so all of
us could use your information and verify it for ourselves? You might
write this so you help those with the 4th edition and those with
some other edition: I
am using the 4th edition in paper and the Peace Policy is covered
on pages 414-415. OR you could find it in Chapter 16. The heading for it is
“Indian Policies.” |
Requirement to Post within Threads
If your question is about information in
a thread already created by another student, then you must post within that thread. Blackboard provides video tutorials
on using its Discussion tool. Learning about the tools will save you time.
These two examples may help you understand why posting within a thread is
useful for your colleagues in the class and why sometimes creating a new thread
is useful.
Example
1: If a student had posted a new message called Reconstruction Act of 1867 and
if you have a question about that act, you need to post within an existing thread:
1. Click on the message
Reconstruction Act of 1867.
2. Read all questions
and answers in that thread.
3. If your question has not
been asked or if someone asks a question that you know, then
click on that message in the thread,
click Reply, and then click Submit.
Tip: It is a good idea to change the subject line
so everyone knows what you mean.
Example
2: On the other hand, if no one has posted on Hamilton’s financial policies or
on the national bank and if you are unclear on the meaning of the statement
“bank notes circulated as currency,” you need to create a new thread:
1. Click on Create
Thread and write in the Subject line something that reveals your question such
Hamilton’s national bank and Meaning of “bank notes circulated as currency.”
2. In the body of the
message, you would make your question as brief and clear as you can.
|
So
you could write this in the message: I
am using the 4th edition in paper and the National Bank is covered
on pages 179-180. OR you could find it in Chapter 7. The heading for it is
“The National Bank.” On
180, it says “bank notes circulated as currency,” What does that mean? I
know we are not to use outside sources, so how can I figure this out. Thanks! |
3. When you finish,
click Submit.
Late
Discussion posts will not be accepted. Once the topic is locked, responses will
no longer be accepted.
Points to Remember about
All Postings
Read
discussion topics and responses on Blackboard often. Reflect on these comments
and contribute. Online discussions are learning opportunities that are
equivalent to study groups or class discussions with instructors and other
participants. By reflecting on and responding to questions and comments, you
will develop your ability to articulate your knowledge and your concerns. We
are here to learn the material, to help each other, to have fun, and to discuss
matters of importance (at least I think history is important) with others.
I know everyone is always anxious to receive feedback on
your completed work, so I will make every effort to give you prompt feedback. I
generally post:
·
Extra credit grades for quizzes the
next morning after the date in the Course Schedule.
·
Grades
for submitted assignments, postings, and essays once a week (Mondays).
I admit I am slow at grading essays. I try to give students the kind of
feedback that my history teachers gave me. That feedback made a great
difference in my success, not just in academics but also in business and
industry.
Also,
be aware that if everyone waits till the closing date, closing hour of a unit
to submit assignments, discussions and exams, there might be a delay. I do
grade, however, in the order that the assignments are received.
Success in the Online
Environment
Although
this is a distance learning course, it is NOT a correspondence course; nor is
it an independent study course. Specific deadlines are provided and must be
met. Your remaining current in your work is required—and measured. While I try
to build in a great deal of flexibility for you to work ahead in each unit, you
cannot complete the course in a single weekend, but are expected to be part of
the course for the whole semester.
This
online version of United States History II is designed to require roughly the
same amount of time a student would spend in a 3-credit-hour, on-campus class class. You will be expected to complete all of the learning
activities and maintain an active presence in the class.
General points to
remember:
Great!
You are almost finished. Before you get started with the content for this
course, I would like you to take care of some "housekeeping" items.
You can use the URL in the box to go directly to the
Readiness Assessment. To quote the words in bold below, you are to take the
assessment and to “save the final report and submit it” to me.
This is how you will submit it.
1. Look at the report on you. Find 4 to 5 statements that are recommended
changes you can make to help you succeed. If I can help you succeed with any of
those, then tell me. AND if the report had no
recommendations, tell me that.
2 When you finish, select Print/Download the Report from the left-hand menu . (FYI: I do want more than just the Summary.)
3. Save the file in a location you can find again.
4. Using the instructions above for how to email me in Blackboard, attach the
file, place those 4 to 5 statements in the message box, and type in the
Subject: Your Name – Readiness Report.
|
More information about
the Readiness Assessment if you want it. Distance education has
recently updated our website to include an online assessment “Is Online
Learning For Me?” The SmarterMeasure
Readiness Assessment is a tool which helps determine the level of readiness
for taking online courses. Students will be asked questions on topics in a
variety of areas including: computer proficiency, motivation, organization,
and self-direction; learning preferences; typing speed and accuracy; and
on-screen reading speed and comprehension. SmarterMeasure is
provided to help students understand their strengths and weaknesses better as
they prepare to learn online. After completing the SmarterMeasure
assessment, they will view a webpage showing their scores in easy to
interpret graphs and text, as well as resources to assist them in any
“trouble” areas.… Faculty might also
consider using the assessment as an opening week task/assignment in their
online courses. Students are able to save
the final report and submit it if desired. Students can access
the Readiness Assessment through the Distance Education Page on the WCJC
website at: http://www.wcjc.edu/distance_n/default.asp Or by directly going to http://wcjc.smartermeasure.com/ |
You will need information from the Readiness Assessment for
this essay. Do that first.
The instructions for the essay are easier to read here than
in the essay quiz:
|
The two purposes of
this essay are 1) to let you see how Blackboard’s essay tool works and 2) to
let you think about the traits of information quality (authority,
objectivity, accuracy, and timeliness). To learn about these 4
traits, you use the information in the Reading section of the Learning
Readiness Assessment. You may try this essay
more than 1 time. Maximum length: 175 words. Maximum time: 15
minutes. |
The two purposes of this essay are not to grade you and not to
put you on the spot in the first days. The purposes are:
1) to let you see how Blackboard’s essay tool works since we use if for the
practice essay and the essays that end each of the three units
2) to let you think about one of traits of quality of information (authority,
objectivity, accuracy, and timeliness). To learn about these 4 traits, you use
the information in the Reading section of the Learning Readiness Assessment.
You may try this essay more than 1 time. Maximum length: 175 words.
Remember that these tasks are a graded
component of the course. Please complete them as soon after logging in as
possible so that I know a little about each of you enrolled in the course. (If
you are enrolled in both of my online sections at the same time you may use the
same information for both courses - BUT it MUST be posted in both areas
to receive credit.)
I
am looking forward to a great semester. If you have any general
questions, please go to the discussion board and post it under general course
questions section. If the question is of a more personal nature, feel
free to email me.
|
WCJC Department: |
History – Dr. Bibus |
|
Contact Information: |
281.239.1577 or bibusc@wcjc.edu |
|
Last Updated: |
2013 |
|
WCJC Home: |